基于多元智能评价下高中物理分层教学评价策略

发布时间：2018-10-13 13:47

【摘要】：本文基于对美国的发展心理学家和教育家霍华德加德纳教授的“多元智能理论”和“分层教学理论”的溯源和启示,结合新时期国家素质教育和课程改革所提出关于人才培养规格的要求,笔者在所在农村学校尝试将“多元智能理论”和“分层教学理论”相结合,提出适合高中物理教学的评价策略,来提升高中物理课堂教学的效率。笔者通过研究多元智能评价量规,并参照其它学者的多元智力调查问卷,拟定“高中物理学科多元智能调查问卷”,并在成都市籍田中学高2017级两个班施测调查问卷,依据反馈数据分析得到了学生的智能是多元的,智能的发展具有不均衡性和个体差异性,每个学生都有自己独特的智能光谱,学生的智能是可塑的和能发展的,智能的评价具有情境性等,提出了以智能强项的差异性为分层的依据,按照智能互补的原则对学生进行分组。智能的表现具有情境性,对学生的智能水平测定不能单靠成绩高低来判定,而应该在具体问题的背景下,通过观察分析和确定学生的水平,解决实际问题的能力,结合智能调查问卷的反馈,还考虑到学生自己的评价意见和学生之间的评价意见,综合评估后给出学生的智能发展层次。然后设定了实验班和参照班,创设了“组内合作,组间竞争”的学习情境,给出了对学生分层学习的评价体系,对学生的智能发展的形成性评价和终结性评价给出了评价策略。通过实践基于多元智能理论的分层教学评价策略,明显地激发了学生学习物理的兴趣,提升了学生物理学科的能力素养,增强了学生学习物理的信心,实现了高效物理课堂教学。
[Abstract]:This paper is based on Howard, a developmental psychologist and educator in the United States. The source and enlightenment of professor Gardner's theory of multiple intelligences and layered teaching, combined with the requirements of national quality education and curriculum reform in the new period, The author tries to combine the theory of multiple intelligences with the theory of stratified teaching in the rural schools, and puts forward the evaluation strategy suitable for physics teaching in senior high school, in order to improve the efficiency of classroom teaching of physics in senior high school. By studying the multiple intelligences evaluation gauge and referring to the multiple intelligence questionnaire of other scholars, the author draws up the questionnaire of multiple intelligences in physics subject of senior high school, and applies the questionnaire to two classes of 2017 grade high school in Chengdu. According to the feedback data analysis, the students' intelligence is multiple, the development of intelligence is uneven and individual differences, each student has its own unique intelligence spectrum, students' intelligence is plastic and can develop. The evaluation of intelligence is situational. Based on the difference of intelligence, the students are grouped according to the principle of intelligence complementation. The performance of intelligence is situational, the determination of students' intelligence level can not be judged by the level of achievement alone, but the ability of solving practical problems should be solved by observing, analyzing and determining students' level under the background of specific problems. Based on the feedback of the intelligence questionnaire and taking into account the students' own evaluation opinions and the students' evaluation opinions, the level of students' intelligence development is given after comprehensive evaluation. Then, the experimental class and the reference class are set up, the learning situation of "intra-group cooperation, inter-group competition" is created, and the evaluation system of students' stratified learning is given, and the formative and summative evaluation strategies of students' intelligence development are given. Through the practice of the hierarchical teaching evaluation strategy based on the theory of multiple intelligences, the students' interest in learning physics is obviously stimulated, the ability accomplishment of the students' physics subject is improved, and the students' confidence in learning physics is enhanced. The high efficiency physics classroom teaching is realized.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.7

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